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Subject(s): Math
Topic/unit of Study & time allotment: Multiply with Three-Digit Numbers/ 1 day
Grade/Level: Grade 4
Resources: Textbook, workbook, notebook, pencil, color pencils, multiplication chart, dry-
erase sheet, SmartBoard.
Students will be able to identify the difference in place value structure from
1-digit multipliers to more than 1-digit multiplier by applying zero-place
value holders.
Students will be able to compare/contrast the steps of estimation to
defend whether or not the actual answer in multiplication is reasonable.
Students will be able to make a chart/grid representing visual cues as an
aid to keeping track of partial products when multiplying three-digit numbers
by two-digit numbers and/or money amounts.
As for the guided and independent instruction of the lesson, students will be
given short lecture instruction from the textbook and the SmartBoard. As it is
instructed, students can use the grids and/or visual cues such as arrows to show the
steps of multiplying three-digit numbers and their place holders.
Assessment Plan:
After formal instruction and independent practice, the assessment that I will
provide for this lesson is based on real-world instruction. The idea is to use our
resources in the classroom and label money amounts on them. The students have
to solve their total class number by the price of the item in which they are buying.
For instance, I have twenty-three students. That number needs to be multiplied by
the price of the item (For example, the price of a notebook is $1.30) Students
should pick an item from the list and multiply its price as if buying one item per
class member. This provides reinforcement, but by looking at it from a money
perspective.
Here is an example below of a chart I could print out and pass around to students.
Amount of Students: 23
Notebook $1.30
Construction Paper $2.54
Modeling Clay $3.65
Fiction book $5.75
Folder $1.05
Another assessment tool that I could use at the end of this lesson is an exit
ticket to evaluate what were the strengths of the instructions, weaknesses, and
what the student and/or teacher could do differently. I will also direct a question on
why we need to use place holders- since this will probably be the most difficult step
when solving problems.
IMPLEMENTATION
Instructional Materials:
Procedure:
Problem One: Miss Vadino planted 35 rows with 37 sunflower seeds in each
row. How many sunflower seeds did Miss Vadino plant?
Problem Two: Miss Vadino planted 35 rows with 370 sunflower seeds in each
row. How many sunflower seeds did Miss Vadino plant?
Process: By using the grid chart, students can follow through with the
lecture instruction and SmartBoard activities. Through the oral instruction
and textbook work on p. 152, another differentiated instruction is having
team discussion at their tables. Team discussion will require groups of 4
students to come to the Smart Board and each be given a task for each
problem. For example, the first student will estimate the produce, the second
student will only multiply the ones, the third student with multiply the tens
and the fourth student will add the partial products. Since I have 23 students
it will be simple enough to get 6 groups up to perform this tasks and go
through about six beginner-intermediate problems. It will allow teamwork,
visual cues, and coaching instruction from other students.
Evidence-Based Reflection